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Critical Zone Science (CZS) explores the deep evolution of landscapes from the base of the groundwater or the saprolite‐rock interface to the top of vegetation, the zone that supports all terrestrial life. Here we propose a framework for CZS to evolve further as a discipline, building on 1st generation CZOs in natural systems and 2nd generation CZOs in human‐modified systems, to incorporate human behaviour for more holistic understanding in a 3rd generation of CZOs. This concept was tested in the China‐UK CZO programme (2016–2020) that established four CZOs across China on different lithologies. Beyond conventional CZO insights into soil resources, biogeochemical cycling and hydrology across scales, surveys of farmers and local government officials led to insights into human‐environment interactions and key pressures affecting the socio‐economic livelihoods of local farmers. These learnings combined with the CZS data identified knowledge exchange (KE) opportunities to unravel diverse factors within the Land‐Water‐Food Nexus, that could directly improve local livelihoods and environmental conditions, such as reduction in fertilizer use, contributing toward Sustainable Development Goals (SDGs) and environmental policies. Through two‐way local KE, the local cultural context and socio‐economic considerations were more readily apparent alongside the environmental rationale for policy and local action to improve the sustainability of farming practices. Seeking solutions to understand and remediate CZ degradation caused by human‐decision making requires the co‐design of CZS that foregrounds human behavior and the opinions of those living in human modified CZOs. We show how a new transdisciplinary CZO approach for sustainable Earth futures can improve alignment of research with the practical needs of communities in stressed environments and their governments, supporting social‐ecological and planetary health research agendas and improving capacity to achieve SDGs. Plain Language Summary: Critical Zone Science (CZS) explores how landscapes evolve from below the Earth's surface to the top of trees, supporting life on Earth. CZS was established by studying pristine landscapes, with little or no human modification of the land, water and soil. These pristine natural systems are rare in our modern world. In this paper, we have proposed a new approach to CZS for studying the human‐modified landscapes that dominate our world. To help explain why this is needed, we have re‐drawn a diagram explaining how the critical zone works to show the role of humans. We also give examples of research in three regions of China where we learned from local farmers living in our study areas, to improve our scientific understanding and to try to align our research process to address the biggest pressures affecting their lives. This new approach to CZS can help focus research to directly support local people and improve our ability to achieve the United Nations Sustainable Development Goals. Key Points: Integrating local knowledge with critical zone science can improve interpretation of scientific findings and delivery of Sustainable Development GoalsThird generation science can improve alignment of research with the practical needs of communities and governmentsA new conceptual diagram for human‐modified critical zones is produced to illustrate transdisciplinary Critical Zone Observatories for sustainable Earth futures [ABSTRACT FROM AUTHOR]

Transdisciplinary research approaches are being applied to today's complex health problems, including the climate crisis and widening inequalities. Diverse forms of disciplinary and experiential knowledge are required to understand these challenges and develop workable solutions. We aimed to create an updated model reflective of the strengths and challenges of current transdisciplinary health research that can be a guide for future studies. We searched Medline using terms related to transdisciplinary, health and research. We coded data deductively and inductively using thematic analysis to develop a preliminary model of transdisciplinary research. The model was tested and improved through: (i) a workshop with 27 participants at an international conference in Xiamen, China and (ii) online questionnaire feedback from included study authors. Our revised model recommends the following approach: (i) co-learning , an ongoing phase that recognizes the distributed nature of knowledge generation and learning across partners; (ii) (pre-)development , activities that occur before and during project initiation to establish a shared mission and ways of working; (iii) reflection and refinement to evaluate and improve processes and results, responding to emergent information and priorities as an ongoing phase; (iv) conceptualization to develop goals and the study approach by combining diverse knowledge; (v) investigation to conduct the research; (vi) implementation to use new knowledge to solve societal problems. The model includes linear and cyclical processes that may cycle back to project development. Our new model will support transdisciplinary research teams and their partners by detailing the necessary ingredients to conduct such research and achieve health impact. [ABSTRACT FROM AUTHOR]

Flood disasters can induce the mass transport of soils and sediments. This has the potential to distribute contaminants and present novel combinations to new locations - including residential neighborhoods. Even when soil contaminants cannot be directly attributed to the disaster, data on bacterial and heavy metal(loids) can facilitate an environmentally just recovery by enabling reconstruction decisions that fill data gaps to minimize future exposure. These data-gathering interventions may be especially useful in poor, rural, and racially diverse communities where there is a high probability of exposure to multiple hazards and a potential dependency on the financial resources of disaster aid as a means of reducing chronic exposures to other environmental pollutants. At the same time, entering these post-disasters spaces is ethically complex. To acknowledge this complexity, we pilot a framework for work that gathers social-ecological hazard information while retaining a fair-minded approach to transdisciplinary work. Assembled a transdisciplinary team to recruit participants from 90 households subjected to flooding in the southeastern US. Participating households agreed to interviews to elicit flood experience and environmental health concerns, soil sampling for fecal bacteria (E. coli) and soil sampling for selected heavy metals and metalloids (Pb, As, Cd) at their flooded residence. Soil sampling found a wide range of E. coli concentrations in soil (0.4-1115.7 CFU/ dry gram). Heavy metal(loid)s were detected at most residences (As 97.9 %; Ca 25.5 %; Pb 100 %). Individually, heavy metal(loid) concentrations did not exceed regulatory thresholds. Hazard, risk, and mitigation concerns expressed during interviews reveal that integrated human-nature concepts complicate common understandings of how hazard perceptibility (smell, sight, touch, and information) affects research-action spaces. Qualitative analysis of interviews and field notes revealed that soil-related hazards addressed by our biophysical protocols were less salient than changes with direct causal associations with flooding. We conclude by discussing the potential for the social-ecological hazard information that is fair-minded and transdisciplinary (SHIFT) framework to advance environmentally just approaches to research-action spaces after disasters., Competing Interests: Declaration of competing interest The authors declare no other conflicts in need of declaration., (Copyright © 2023. Published by Elsevier B.V.)

Purpose The purpose of this paper is to provide a case study of the establishment and development of a minor program in Sustainable Development in Tongji University, China, and how it contributes to embedding sustainable development into higher education system as an alternative platform for researchers and students to involve in a transdisciplinary teaching and learning process.Design/methodology/approach This case reviews the institutional setting and the different studying models and requirements for postgraduates and undergraduates. Postgraduate students have to take four core courses, select one module with four themed courses (4 + 4 fixed) and complete a transdisciplinary essay, and undergraduates can choose any three courses in all modules apart from the four core courses (4 + 3 open), with a transdisciplinary group project.Findings The development of the minor program reveals the popularity and decline of different modules, because of the popularity of the schools and institutes behind them, the university legacy and the media influence. The program design spurs transdisciplinary thinking on sustainable development but brings about challenges including time conflict with students' major study. In conclusion, this program explores alternative education practices in embedding sustainable development in education system, contributing to and reflect on Education for Sustainable Development and the education reform in China.Originality/value The case presents a unique way of implementing Education for Sustainable Development in higher education system, in which minor education stands between formal and informal curriculum to tackle the barriers in undertaking sustainable development initiatives in curricula, through nurturing the culture and providing organizational support. [ABSTRACT FROM AUTHOR]

Highlights: [•] We discussed why landscape knowledge is seldom employed as fully as it could be. [•] We found the action gap exists in both China and the US. [•] We suggested practice to be a catalyst for closing the gap. [•] We made suggestions for changes in related systems of rewards, innovation and communication to activate practice as a catalyst. [•] We suggested different roles for practice to take in the US and China. [ABSTRACT FROM AUTHOR]

Anthropogenic environmental change will heavily impact cities, yet associated health risks will depend significantly on decisions made by urban leaders across a wide range of non-health sectors, including transport, energy, housing, basic urban services, and others. A subset of planetary health researchers focus on understanding the urban health impacts of global environmental change, and how these vary globally and within cities. Such researchers increasingly adopt collaborative transdisciplinary approaches to engage policy-makers, private citizens, and other actors in identifying and evaluating potential policy solutions that will reduce environmental impacts in ways that simultaneously promote health, equity, and/or local economies-in other words, maximising 'co-benefits'. This report presents observations from a participatory workshop focused on challenges and opportunities for urban planetary health research. The workshop, held at the 16th International Conference on Urban Health (ICUH) in Xiamen, China, in November 2019, brought together 49 participants and covered topics related to collaboration, data, and research impact. It featured research projects funded by the Wellcome Trust's Our Planet Our Health (OPOH) programme. This report aims to concisely summarise and disseminate participants' collective contributions to current methodological practice in urban planetary health research.

During the past decade, sustainability science has rapidly developed into a globally well-recognized and important new science of the 21st century. However, sustainability science has not received much attention from scientists and practitioners in China where sustainable development and ecological civilization have been prominent themes. To promote the development of sustainability science in China, Wu, et al. (2014) published the first in-depth review on the subject in Chinese, entitled What is sustainability science? Here, we revisit the question, and discuss the relationship between sustainability science and sustainable development research, the scientific paradigm and the core research questions of sustainability science. Our review of the recent advances in this field reveals contrasting trends for the world versus China. On the one hand, the world is witnessing sustainability science maturing with global momentum to systematically advance sustainability research and education. On the other hand, China greatly lags behind developed countries and South Africa, albeit the great deal of new passion and desire for sustainable development. To promote the science and practice of sustainability in China, we propose a trinity strategy: 1) bringing in from the global community to guide Chinese practices in sustainable development; 2) reaching out to the global community to share Chinese wisdom of sustainable development; and 3) integrating traditional Chinese philosophy with western science to lead the development of sustainability science.